Browsing by Subject "Motivation in education"
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Item ADHD and Motivation(2010-05) Barnes, Amanda; Masters of EducationThe purpose of this study was to determine whether an arts integrated enrichment curriculum would have a greater increase on achievement over a direct instruction curriculum for students with ADHD. The findings showed higher achievement when using the enrichment curriculum than when the direct method was utilized. This indicates that for students with ADHD providing them with the opportunity to interact more the subject matter produced higher achievement. Research in the area of attention and achievement in ADHD students should continue given that there are more students diagnosed with ADHD each year and that classroom teachers are faced with the task of engaging each student and helping him/her reach his/her full academic potential.Item The Effects of a Mentor on the Achievement and Motivation of At-Risk Ninth Graders(2016-07-16) Doucette, Stacy; Dangel, Tim; Bowman, Christina; Masters of EducationThe purpose of this study was to determine the effect of a mentoring adult on the achievement and motivation of ninth graders who were identified as at risk for failure. The use of early warning indicators such as attendance, discipline, course failures, and grade point averages (GPA) aided with selection. Students who received a D or E as a final grade in any core course, which was defined as English, mathematics, social studies, science, or foreign language, were included in this study. The study applied a quasi-experimental design which consisted of a pretest, utilizing the School Motivation and Learning Strategies Inventory (SMALSI) to determine a baseline low motivation score. Students’ credit count and cumulative GPA for the first semester of high school were also included as a baseline. Motivation scores on the SMALSI were compared from the pretest and posttest, along with final credit count for the ninth grade. There were gains in both credit count and motivation scores; however, further research should be considered.Item The Impact of Just-Right Book Selection Instruction on the Reading Motivation of Fourth Grade Students(2010-05) Corsones, Deanna R.; Masters of EducationThe purpose of this study was to explore the factors affecting reading motivation and to implement a teaching tool that would improve reading motivation in fourth grade students at a targeted Title I school. This study used a quasi-experimental design to compare the effects on reading motivation of targeted Title I fourth grade students who participated in the implementation of BOOKMATCH with the reading motivation of students in the control group receiving general reading instruction. The Motivation to Read Profile was used to gather pre and post-test data for both groups. The study began in February 2010 and concluded in March 2010. The results of the pre-test taken in February were compared to the results of the post-test taken in March. The results of this study supported that instruction of BOOKMATCH would not significantly increase reading motivation in fourth grade students. The difference between the two groups at the time of the post test was not significant enough to reject the null hypothesis; therefore, the null is true. There were several indications that the intervention group did show a positive change in reading motivation. Intervention student responses on both subscales increased from pre- to post-test and the examiner observed more positive attitudes towards reading independently and sharing what they read. Timing and strength of the reading motivation survey need to be considered in future research. It is crucial for future research to determine which types of instruction would be most beneficial to improve reading motivation in students so that they become proficient, life-long readers.Item The Relationship Between Teacher Retention and Satisfaction/Involvement of Teachers(2009-07) Barrett, Jennifer; Masters of EducationThe purpose of this study was to examine a relationship between teacher turnover and teacher satisfaction/teacher involvement. The measurement tool was a survey. The study involved participants completing a twenty-six multiple choice question survey and evaluating the results. The questions sought to find information about length in the teaching field, involvement in the school, and satisfaction with the teaching career. The results indicate that teacher turnover was related to teacher involvement and satisfaction. Research in the area of teacher turnover should continue due to the high percentage of teachers leaving the profession nationwide (50%).